Manipulatives in Mathematics Instruction

Author

Jessica Strom

Date of Award

8-2009

Document Type

Thesis

Department

Mathematics

First Advisor

Glen Richgels

Second Advisor

Todd Frauenholtz

Third Advisor

Craig Rypkema

Abstract

This paper is a review of research pertaining to the use of manipulatives in middle and secondary school mathematics instruction. It covers the research on the rationale for using manipulatives, the psychology behind learning with manipulatives, the common mistakes when teaching with manipulatives, and the suggested process to follow when using manipulatives in the classroom. There is a large amount of research and information on manipulatives in the classroom. One of the most prevalent topics addresses that the concrete characteristics of manipulatives allow students to progress through a natural learning process on their way to an abstract understanding of mathematical properties. They also provide an avenue for communication, which is a valuable resource in mathematics education. Common mistakes include not providing enough time, assuming the meaning behind the manipulatives is transparent to students, not helping students make the connection between the object and the mathematical concept, and not providing enough communication. The suggested process includes time given to students to work at a concrete level, then progress to a representational level, and finally to an abstract level. The teacher’s role is to provide appropriate activities that bring students through the process and to pursue communication that reveals students’ thinking and provides learning opportunities.

Recommended Citation

Strom, Jessica, "Manipulatives in Mathematics Instruction" (2009). Mathematics Graduate Theses. 34.
https://pines.bemidjistate.edu/thesis-math/34